Science Education in Oman

Ambusaidi, Abdullah; Shahat, Mohamed A.; Al-Musawi, Ali S.

doi:10.1007/978-981-16-6955-2_8

Cited by 9 publications

(3 citation statements)

References 10 publications

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“…Students in the teaching methods course examine an issue in education and then, while taking into account the processes of scientific inquiry, offer ideas and possible solutions. Also, the teaching methods course (and field training courses) exposes students to EDPs (Ambusaidi, Shahat, & Al Musawi, 2022). This integration of theory and practice is essential to a STEM education and engineering design-based curriculum (Shahat & Al-Amri, n.d.).…”

Section: Discussionmentioning

confidence: 99%

Measuring preservice science teachers’ performance on engineering design process tasks: implications for fostering STEM education

Shahat

Al‐Balushi

Amri

2023

AGJSR

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PurposeThe purpose of the current study is to assess Omani teachers’ performance on tasks related to the stages of engineering design. To achieve this, data from an engineering design test was used, and demographic variables that are correlated with this performance were identified.Design/methodology/approachThis descriptive study employed a cross-sectional design and the collection of quantitative data. A sample of preservice science teachers from Sultan Qaboos University (SQU) (n = 70) participated in this study.FindingsFindings showed low and moderate levels of proficiency related to the stages of engineering design. Differences between males and females in terms of performance on engineering design tasks were found, with females scoring higher overall on the assessment. Biology preservice teachers scored higher than teachers from the other two majors (physics and chemistry) in two subscales. There were also differences between teachers studying in the Bachelor of Science (BSc) program and the teacher qualification diploma (TQD) program.Originality/valueThis study provides an overview, in an Arab setting, of preservice science teachers’ proficiency with engineering design process (EDP) tasks. It is hoped that the results may lead to improved instruction in science teacher training programs in similar contexts. Additionally, this research demonstrates how EDP competency relates to preservice teacher gender, major and preparation program. Findings from this study will contribute to the growing body of research investigating the strengths and shortcomings of teacher education programs in relation to science, technology, engineering and mathematics (STEM) education.

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Section: Discussionmentioning

confidence: 99%

Measuring preservice science teachers’ performance on engineering design process tasks: implications for fostering STEM education

Shahat

Al‐Balushi

Amri

2023

AGJSR

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“…Unfortunately, there remains a lack of sufficient research to date that demonstrates the effectiveness of this learning technique within Omani educational contexts (Al-Balushi, 2016). Ambusaidi et al (2022) underscored the imperative for the Sultanate of Oman to increase investment in preparing emerging science graduates with 21 st century skills, enabling them to meet the demands of the global economy. This objective can be realized by highlighting the transformative impact of technological advancements on scientific hybrid learning, which holds the potential to significantly influence the academic performance of Omani students.…”

Section: Introductionmentioning

confidence: 99%

Exploring the readiness of high school physics students for project-based hybrid learning in the Sultanate of Oman

Al-Kamzari,

Alias

2024

EURASIA J Math Sci Tech Ed

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This study investigates the preparedness of school students in grades 9-12 to engage in physics project-based hybrid learning within the Sultanate of Oman. Using survey methodology, the research employed the online learning readiness scale and self-directed learning readiness scale following an evaluation of the questionnaire’s reliability. A total of 383 physics students participated in the electronic survey conducted across 11 educational governorates in Oman, and descriptive statistics were employed for the analysis. Most participants, predominantly from grade 9, were situated in the Muscat Governorate, consistent with the targeted research population. The findings indicate a generally moderate level of readiness among school physics students (grades 9-12) for engaging in project-based hybrid learning. The study enhances the comprehension of student readiness dynamics amid evolving educational methods, specifically in physics project-based hybrid learning in the Sultanate of Oman.

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“…Al-Balushi (2016) suggested that one way to overcome the challenges facing scientific education research in Oman is to increase the number of studies conducted in this area. To support the Sultanate of Oman's future scientific graduates meet the requirements of the global economy, Ambusaidi et al (2022) underline the importance of making extra efforts to teach them 21st-century capabilities. This can be achieved by featuring the development of technology in science hybrid learning which can have a massive impact on student achievement in Oman.…”

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confidence: 99%

The Essential Technology Implementations for Developing a Hybrid Module for High School Physics in the Sultanate of Oman

Al-Kamzari,

Alias

2024

INT J INSTRUCTION

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Physics is commonly perceived as a challenging academic discipline, with a contributing factor being the limited availability of educational resources to support students. Consequently, there arises a need to develop a module focused on the incorporation of technology in physics education. The integration of technology within pedagogical modules refers to the practice of including various technological Implementations in educational content. This study aimed to investigate and rank the most efficient technological implementations for designing a pedagogical hybrid physics module for students in grades 9-12 in the Sultanate of Oman. A literature review was conducted concerning the integration of technology in hybrid learning and physics education. Qualitative and quantitative research methodologies were employed for data collection, the data were analyzed utilizing Fuzzy Delphi Method (FDM). To establish the FD instrument, a panel of six experts was consulted through semi-structured interviews. This panel identified 13 significant technology Implementations for the development of the module. Subsequently, a group of 12 experts was surveyed to identify the essential technology Implementations. Consequently, four technology Implementations were excluded, while the accepted Implementations were then prioritized using FDM. The findings revealed that Mobile instant messaging claimed the top position, with Artificial Intelligence (AI) ranking at the lowest position.

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Science Education in Oman

Cited by 9 publications

References 10 publications

Measuring preservice science teachers’ performance on engineering design process tasks: implications for fostering STEM education

Measuring preservice science teachers’ performance on engineering design process tasks: implications for fostering STEM education

Exploring the readiness of high school physics students for project-based hybrid learning in the Sultanate of Oman

The Essential Technology Implementations for Developing a Hybrid Module for High School Physics in the Sultanate of Oman

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